A quantitative study of hypothesis selection
Hypothesis
The Effect of Multiple-Choice L1 Glosses and Input-Output Cycles on Lexical Acquisition and Retention: A Quantitative StudySusanne Rott (srott@), Jessica Williams (jessicaw@)University of Illinois at ChicagoResearch Questions1. What is the effect of multiple-choice L1 glosses on lexical acquisition/retention and on text comprehension?2. What is the effect of reconstructing individual sections of the text in the L2 on lexical acquisition/retention and on text comprehension?3. What is the effect of the combined treatment on lexical acquisition/retention and on text comprehension ?HypothesesHypothesis I: The G only group will demonstrate greater receptive and productive word knowledge than the control group (C).Hypothesis II: The R only will demonstrate greater receptive and productive word knowledge than the control group (C).Hypothesis III: The G+R group will demonstrate greater receptive and productive word knowledge than the three other groupsHypotheses IV: The G only group will demonstrate greater text comprehension than the control group (C).Hypothesis V: The R only group will demonstrate greater text comprehension than the control group (C).Hypothesis VI: The G+R group will demonstrate greater text comprehension than the three other groups.Table 1: Summary of HypothesesHypothesisI partially supportedimmediate gain yesretention noII rejectedIII partially supported: vs. R only/ Cimmediate gain-- productive yesimmediate gain-- receptive yesretention-- productive noretention-- receptive yesrejected : vs. G onlyIV supportedV rejectedVI supported: vs. Crejected: vs. R only/ G onlySubjects: forth semester learners of German (76)Assessment measuresPre-test: vocabulary checklistTreatment groups1.gloss + L2 text reconstruction (G+R)2.gloss (G only)3.no gloss + L2 text reconstruction (R only)4.control (C)Post-tests:Word acquisition (immediately) and retention (five weeks after treatment): Vocabulary Knowledge Scale (VKS), and Word recognition test (WRT) Text comprehension: L1 retellTable 2: Adapted VKS scoring categories and meaning of scores Categories PossibleScoreMeaning of Scoresword.b) I have seen this word but I do not know what it means.c) I think it means ____________ (English translation).d) Try to use this word in a sentence in (German).234The word is familiar but its meaning isnot known.A correct synonym or translation isgiven.The word is used appropriately in asentence.Note: Adapted from Wesche and Paribakht (1996).Table 3: Means and Standard Deviations for Treatment ConditionsAcquisition Retention Condition N VKS WRT VKS WRTG+R M SD 1213.671.923.42.7910.002.483.00.95R only M SD 159.202.732.53.838.061.941.93.88G only M SD 1412.792.392.93.998.571.942.141.23C M SD 359.093.471.971.228.712.491.821.15Note. VKS maximum score =16. WRT maximum score = 4; G+R= gloss + L2 text reconstruction, R only= L2 text reconstruction, G only= gloss, C= control group; VKS= vocabulary knowledge scale, WRT= word recognitionTable 5: Mean and Standard Deviation of L1 Retell Condition N Number of TextPropositionsG+R M SD 1210.25 (73%)3.25R only M SD 157.33 (52%)3.53G only M SD 149.35 (67%)3.79C M SD 355.60 (40%)3.58Note. Maximum score = 14; G+R= gloss + L2 text reconstruction, R only= L2 text reconstruction, G only= gloss, C= control group.Summary of findings:1.Multiple-choice glosses lead to higher levels of lexical acquisition butthis knowledge was not retained five weeks later.2.Multiple-choice glosses resulted in better text comprehension.3.Output activities did not lead to higher levels of lexical acquisition4.The combination of multiple-choice glosses and output activitiesresulted in higher levels of lexical retention.5.The combination of multiple-choice glosses and output activitiesresulted in higher levels of text comprehensionA qualitative follow-up studyA Qualitative Analysis of the Effect of Input and Output Tasks onConnecting Meaning to L2 Lexical Items during ReadingResearch Questions: The current study was designed to provide further insights into how lexical form-meaning relationships are established during reading for meaning. We examine this issue in three phases:1. The influence of the input material on the establishment of form-meaningmappings:•What is the relationship between text comprehension and lexical learning?•What is the impact of the provision of multiple-choice glosses?2. How do learners respond to the requirement for output?3. What is the impact of the testing phase on form-meaning mapping?Subjects: 12 3rd year learners of GermanTreatment: Input passage "Shade for Sale: A Chinese Tale." The four TWs appear four times in the passage. Seven subjects read the text with multiple-choice glosses for the TWs. The passage was divided into four paragraphs. After reading a paragraph all subjects were asked to reconstruct the paragraph in the L2 without looking back at the text.Procedure: entire reading, reconstructing, vocabulary test session was tape-recorded. Students were asked to say everything aloud during each phase.Instrumentation: After reading and reconstructing the passage all subjects received a recognition and a production vocabulary test. Vocabulary pretest was administered two weeks prior.Findings: How do readers interact with the input material to assign meaning to the new forms they encounter?Table 1 Summary of strategy use of +gloss and no-gloss readersStrategies for assigning word meaningSubject Context andgloss useNoelaboration(gloss grouponly)Use ofgrammaticalinformationVerbalization of the TWin GermanSkip (TWandproposition)+GlossGerald1411Hardy1213Karen9223Nora11212Annie12121Ivan133Cathy10213Total % ofstrategiesused73%11%.8 %5%10%no-glossEdgar124Drew5137Riley7126Reena1411Lauren5137Total % ofstrategiesusedNote: Text-interaction: readers use textual information in order to assign meaning to the TW; No elaboration: +gloss readers do not interact with the text but infer meaning of the first TW apparently randomly; Linguistic information: meaning assignment is based on metalinguistic analysis of words in the context of the TW; Verbalization: verbalization but no attempt to assign meaning to the TW; Skip: no mention of the TW.What was the effect of frequency on noticing and assigning word meaning? Table 2 Changes in TW meaning assignments through repeated encountersTarget WordsEiche Kaff Stube ViehGerald Probably 2ndgloss encounter Probably 2ndgloss encounterlivestockProbably 2ndgloss encounterHardy Tree-> river->treeCombination ofcontext and 1stgloss encounter Loneliness-> livestock Combination of context and 1st gloss encounterNora River->treeCombination ofcontext and 2ndgloss encounter Shack->village-> valley1st change-context2nd change-unclear whyDriveway->barnCombination ofcontext and 2ndgloss encounterKaren Tree-wallCombination ofcontext and 2ndgloss encounter DK-> parlor Combination of context and 2nd gloss encounterCathy River-treeWRT-riverIt is unclearwhy she makesthese choicesAnnie DK->farm->parlorCombination ofcontext and 2ndgloss encounter Ø-livestock Probably 2nd gloss encounterHow do learners respond to the requirement for output?Table 3 TW use during the L2 reconstruction taskSubject Retell 1Retell 2Retell 3Retell 4+glossGerald Eiche 2x0Vieh 2x Kaff, EicheHardy Kaff 2 xBaum 4x (tree)Eiche 2x StubeBaum (tree)ViehStube 2xKaffViehKaren Eiche 3x0Vieh EicheNora Kaff0Vieh ViehEicheAnnie Eiche 3x Kaff0ViehEicheIvan Baum 4x (tree)Eiche Stube 2x StubeCathy Kaff 2x Eiche0Stubeno-glossEdgar00Tier (animal)0Drew0StubeKaffStube0Riley00Tiere2x(animals)ViehReena00Stube0Lauren Eiche Kaff00Table 4Relationship between TW use in L2 reconstruction task and vocabulary post-test. +gloss readers:Number of SubjectsAll four TWs used in reconstruction and correct on post test1Three TWs used in reconstruction and correct on post test 2Two TWs used in reconstruction and correct on post test 1One TW used in reconstruction and correct on post test3no-gloss readers:One TW used in reconstruction and correct on post test3Did learners gain word knowledge?Table 5Receptive and productive word acquisition of +gloss and no-gloss readersSubject Receptive Word Gain(WRT)Productive Word Gain(VKS)+GlossGerald412Hardy314Karen29Nora211Annie413Ivan410Cathy210Total X=3; 75%X= 11.29; 71%no-glossEdgar28Drew38Riley210Nora38Lauren18Total X= 2.2; 55%X= 8.4; 57%What is the impact of the testing phase on form-meaning mapping?Table 6Relationship between word knowledge demonstrated on the VKS and WRT vocabulary post-testsName Kaff Eiche Stube ViehGerald +GHardy+G0Nora +G00Karen +G00Cathy +G00XAnnie +G XIvan +G X XTotal X=14%;Total 0=25%Riley -G X00Reena -G X X X0Edgar -G0X0XLauren -G000XDrew -G0X X XTotal X=45%Total 0=45%Note: X = score of 2 on VKS and correct choice on WRT; 0= score of 2 on VKS but no correct choice on WRT.Table 7 The relationship between WRT and VKS performance+gloss:X14%025%higher score on VKS61%no-gloss X45%045%higher score on VKS 10%Note: X = score of 2 on VKS and correct choice on WRT; 0= score of 2 on VKS but no correct choice on WRT.ReferencesBensoussan, M., & Laufer, B., (1984). 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专业英语
Definition of polymers A simple understanding of polymers can be gained by imaging them to be like a chain or, perhaps, a string of pearls, where the individual pearl represent small molecules that are chemically bonded together. Therefore, a polymer is a molecule made up of smaller molecules that are joined together by chemical bonds. The word polymer means „many parts or units.‟ The parts or units are the small molecules that combine. The result of the combination is, of course, a chainlike molecule (polymer). Usually the polymer chains are long, often consisting of hundreds of units, but polymers consisting of only a few units linked together are also known and can be commercially valuable.
Figure 1.1 Diagram illustrating the definition of plastics.
As Figure 1.1 shows, all materials can be classified as gases, simple liquids, or solids, with the understanding that most materials can be converted from one state to another through heating or cooling. If only materials that are structural solids at normal temperatures are examined, three major types of materials are encountered: metals, polymers, and ceramics. The polymer materials can be further divided into synthetic polymers and natural polymers. Most synthetic polymers are those that do not occur naturally and are represented by materials such as nylon, polyethylene, and polyester. Some synthetic polymers could be manufactured copies of naturally occurring materials (such as
定性与定量研究
概念定量研究方法定量研究是指确定事物某方面量的规定性的科学研究,就是将问题与现象用数量来表示,进而去分析、考验、解释,从而获得意义的研究方法和过程。
定量,就是以数字化符号为基础去测量。
定量研究通过对研究对象的特征按某种标准的比较来测定对象特征数值,或求出某些因素间的量的变化规律。
由于其目的是对事物及其运动的量的属性作出回答,故名定量研究。
定量研究与科学实验研究是密切相关的,可以说科学上的定量化是伴随着实验法产生的。
The quantitative research is a prescriptive scientific research which aims to determine the amount of things, this method will represent the problems and phenomenon via the number, and then to analyze, test, and explain the relevant research and acquire the significance of the research methods and process. The so-called quantitative, is based on digitized symbols to measure. Quantitative research will compare the characteristics of the object of study for some standard to determine the characteristic values of the research target, or calculate the amount of variation between some certain factors. Because its purpose is to object motion and its quantitative attribute to answer, named quantitative research. Quantitative researchand scientific experimental research are closely related, it can be said that scientific quantitative along with the experimental method。
关于假说的英文作文
关于假说的英文作文Title: The Significance of Hypotheses in Scientific Inquiry。
Introduction:Hypotheses play a crucial role in scientific inquiry, serving as the foundation upon which experiments are built and knowledge is advanced. This essay explores the significance of hypotheses in the scientific process, their characteristics, and their importance in guiding research endeavors.Definition and Characteristics:A hypothesis is a proposed explanation for a phenomenon or a conjecture about the relationship between variables.It is formulated based on existing knowledge, observations, and logical reasoning. Hypotheses are characterized bytheir testability, specificity, and falsifiability.Testability implies that hypotheses can be empirically investigated through experimentation or observation. Specificity refers to the clear and precise statement of the expected outcomes or predictions. Falsifiability means that hypotheses can be proven false through empirical evidence, allowing for the refinement or rejection of the proposed explanation.Role in Scientific Inquiry:Hypotheses serve as the starting point for scientific investigations. They provide researchers with a framework for designing experiments and collecting data to test their validity. By formulating hypotheses, scientists articulate their expectations regarding the relationship between variables, enabling them to make predictions about experimental outcomes. Through systematic testing and analysis, hypotheses help researchers evaluate the plausibility of proposed explanations and contribute to the accumulation of scientific knowledge.Guiding Research Endeavors:Hypotheses play a crucial role in guiding research endeavors by providing direction and focus to scientific inquiries. They help researchers identify relevant variables, design appropriate experiments, and interpret the results within a theoretical framework. Moreover, hypotheses facilitate the communication of researchfindings within the scientific community, as they provide a clear statement of the research question and its expected outcomes. By guiding research efforts, hypothesescontribute to the efficient allocation of resources and the advancement of knowledge in various fields of study.Example: 。
英文学术论文写作技巧
英文学术论文写作技巧在英文学术论文写作中,使用恰当的句型和表达可以增强文章的逻辑性和可读性。
以下是一些常用的句型:1.引言- In recent years, there has been a growing interest in...- It is widely acknowledged that...- With the rapid development of...- The purpose of this study is toinvestigate/examine/analyze...2.文献综述- According to previous research, ...- Several studies have shown/suggested/indicated that...- Smith (2024) pointed out that...- Previous studies have focused on..., however, little attention has been given to...3.问题陈述- One of the major challenges in this field is...- The main issue for consideration is...- This problem can be attributed to...- It is important to address this issue because...4.方法描述- The research was conducted using aquantitative/qualitative approach.- A sample of XX participants was selected for the study.- The data were collected throughsurveys/interviews/observations.- Statistical analysis was performed using SPSS/Excel.5.结果呈现- The findings of the study suggest/indicate/show that...- The data revealed a significant/inverse correlation between...- It was found that there is a strong association between X and Y.- These results support the hypothesis/theory/framework that...6.讨论- The results are consistent with previousstudies/scholarship/theories.- The findings of this study provide important insights into the understanding of...- The limitations of this study should be acknowledged.- Further research is needed to explore/address/clarify the factors/relationships.7.结论- In conclusion, this study has shown/provided evidence that...- The findings of this research contribute to the existing literature.- This study has implications for futurepractice/policy/research.- To sum up, this research provides a foundation for further investigation.8.建议- Future studies should focus on...- It is important to develop/implement strategies/policies to...- The implications of this research suggest the need for...这些句型可以帮助你陈述论文的目的、描绘问题、描述方法、呈现结果和讨论结论。
定性研究和定量研究的区别论文The Difference and Combination of Quantitative and Qualitative Research
The Difference and Combination ofQuantitative and Qualitative ResearchAbstract:Quantitative research and qualitative research are two basic paradigms and methods, each with different concept, nature, fundamental theory, and research process. Recently, there are more and more arguments about the tow methods and more and more scholars promote the combination of them in researches. This thesis demonstrates the differences between the two methods and also analyzes the combination of them and its significance in researches.Key words:Quantitative research, qualitative research, difference, combinationSection One The Introduction of Quantitative Research and Qualitative ResearchThere are two paradigms in social science research. One is the positivist methodology and the other is the humanist methodology. The positivist methodology simulates the natural science and uses inductive method to discover new knowledge, uses the “hypothesis-deduction” mode to test theory (Kerlinger, 1964), uses the method of mathematical statistics to analyze quantizable empirical observation and to assure the cause-and-effect relationship. In comparison, the humanist methodology derives from humanist science and emphasizes collecting, comprehending and explaining documents.Quantitative research is the specification of the positivist methodology and it emphasizes on the quantitative analysis and statistical calculation, including experimental method, quasi-experimental method and questionnaire method, etc. Quantita tive research emerged after 1940s’. The nature of quantitative research is the use of statistic model to test the relativity between the independent variable and the dependent variable, and in turn to test the hypothesis and to deduce the cause-and-effect relationship between the variables. Quantitative research is widely employed in various researches, such as social science research, environment and ecology research, energy research and so on. In practice, quantitative research requires the following process:1)to establish hypothesis and to determine the variables in thecause-and-effect relationship;2)to use the reliable tools to measure and analyze the variables;3)to test the hypothesis;4)to draw a conclusion.In comparison, qualitative research is the specification of the humanist methodology and stresses the analysis of documents and the comprehension,explanation and annotation of the objects of research, including literature analysis method, historical research, action research, observation method, interview, case analysis and ethnography, etc. Qualitative research is a explosive research and a process of discovering new things. It is analysis and research of the quality of the objects and in turn to describe the objects and reflect the characteristics and nature of the objects.Section Two The Differences of Quantitative Research and Qualitative Research2.1 The different fundamental theoriesQuantitative research and qualitative research differs from each other in their fundamental theories. Quantitative research is based on the empirical philosophy, specifically the positivist methodology which holds that the subject and the object are separate entities, that is the social phenomena are objective and out of the influence of subjective value. The researchers should take a neutral stance in researches.On the contrary, qualitative research holds that the researchers and the objects are not independent from each other and that the comprehension of the social phenomena depends on the inter-relationship between the two. Thus researches in social science can not take a neutral stance.2.2 The different purposes of researchThe quantitative research is aimed at determine the relationship influence and the cause-and-effect relationship of the objects with more attention to individual variables and elements and their relationship. It is used to find the quantitative relationship and master the quantitative characteristics and variation by measuring the social realities, experimental verification, mathematic statistics and various mathematic and statistic analysis and is also used to find the quantitative regularity by exploring truth, rules and the essenceof the objects by the quantitative relationship, .Instead, qualitative research is aimed at comprehend the social phenomena with a heavier emphasis on the opinions of the researchers and with a view to comprehend, explain and explore the social phenomena from a holistic perspective. What’s more, qualitative research is mean t to have an insight into the objects through broad and delicate researches. At the same time, it will take into consideration the view of researchers and emphasize on the explanatory comprehension of realities in order to provide some references for similar researches and to discover the inner momentums in various educational context.2.3 The different research approachesQuantitative research is based on existing theories. Then the researchers will put forward theoretical hypothesis and to collect empirical evidences to prove the hypothesis, the presupposed models and theories. It is a deductive and general-to-specific approach which highlights the verification and extension of the existing theories. The quantity in the research comes from the materials which includes quantitative relation and which are collected by the researchers. Also those materials are reached by expert measurement and mathematical analysis, and therefore they are scientific, objective and accurate. The major methods used in quantitative research include questionnaire, experiment, survey, measurement, statistic method, etc. In order to discover a fact, the researchers in quantitative research will quantize the collected materials and use data to prove their hypothesis.In qualitative research, there is not an existing theory. Instead, it is a process of constructing theories and it collects relevant materials through interview, case study, and so on. Furthermore, qualitative research emphasizes the insightful explore into and the comprehension of social phenomena, from which a proposition, conclusion or theory can be generalized. In essence, it is a general-to-specific process (Strauss and Corbin, 1998). What’s more, qualitative research requires descriptive materials in the form of words orpictures instead of the form of accurate data, which results in the inaccuracy and ambiguity of its conclusion. The major methods used in qualitative research include observation, in-depth interview, action research and case study. The researchers in qualitative research will induce the first-hand materials and transform them in to theories.2.4 The different degrees of subjectivityQuantitative and qualitative researches both pursue objectivity, but have different degrees of subjectivity. Quantitative research is based on neutral evidence and strives for objectivity. But in the construction of hypothesis, the selection of facts and the explanation and deduction of the results, it can not guarantee the completely objectivity. Rather, qualitative research focuses on understanding the world which they observed from the point of view researchers, their main research tool is the researcher himself. Thus it is more subjective and the research process can not avoid subjectivity.Section Three The Respective Characteristics and Limitation of Qualitative Research and Quantitative Research3.1 The Characteristics and Limitation of Qualitative ResearchThere are three characteristics in quantitative research:1)Repeatability. The research process and the materials should bedistained from the influence of the personal values, that is, theresearchers must be objective during the whole research. It isadvocated that delicate measuring and analyzing instruments toensure the repeatability of the research;2)Deduction. In the quantitative research, the researcher should firstput forward some hypothesis. and then they will collect materials andtransform them into data in order to verify or falsify their hypothesis.The logic method used here is deduction.3)Controllability. The quantitative research usually requires the controlof the irrelevant variables or the uses the control groups to removethe influence of the irrelevant variables, so as to discover thecause-and-effect relation of the variables accurately.The main advantages of quantitative research is simple and concise, as well as, persuasive, however there are some limitation. On one hand, branch of instruction is to some extent humanistic, but the quantitative ignore the value and significance of people and it can hardly have insight into the humanistic aspect of the branch of instruction. On the other hand, the quantitative ignores the elements that can not be quantified. It emphasizes the quantitative measurement and analysis of the instruction activities. Thus it distorts the essence of education to some extent.3.2 The Characteristics and Limitation of Qualitative ResearchThere are two characteristics of qualitative research:1)Induction. Qualitative research employs induction as its logicmethod. The researchers may or may not have a hypothesis beforethe research and they gradually construct a theoretical hypothesisduring the research. It is a top-down inductive research model;2)The characteristic of natural scene. Qualitative research advocateresearches in the real life and natural scene. The researchers spenda long time in describe and record the results in differentconditions in the natural scene from the perspective of the object.Therefore, qualitative research is also called field research or sitestudy.At the same time, there are still some limitation of qualitative research, such as difficulty in operation, the high requirement in the researchers, the influence of the subjective elements to the conclusion and the difficulty in repetition.Section Four The Relation and Combination of Quantitative Research and Qualitative Research4.1 The relation between quantitative research and qualitative researchFirstly, quantitative research is to some extent the premise and foundation of qualitative research. Any qualitative change results from quantitative changes and only enough quantitative change can lead to qualitative changes. Thus frequent research in quantitative changes makes for the discovery of qualitative changes early. We can borrow the view of dialectical materialism: everything existing objectively is the unity of quality and quantity. There is no quantity without quality in the real world, and there was no quality without quantity. A close combination of quality and quantity can constitute a complete thing. Therefore, if we want a comprehensive study of a thing, both qualitative research and quantitative research should be conducted. In the same study, using two different methods can help us draw a more comprehensive and accurate conclusion from different sides, different angles on the same problem. Through qualitative research, we can master things the inherent characteristics of different from other things; while the supplement of quantitative research helps us to grasp the scale of the existence, development, extent, speed and other properties that can be quantified. This determines that the qualitative research and quantitative research are interrelated, complementary and indivisible.Secondly the two methods can provide mutual helps and supports for each other. For example, before qualitative research, the analysis of quantitative research data can provide great help for the qualitative study; while conducting quantitative research,quantitative research data also has a strong guiding function. Also, when performing quantitative research, quantitative research data also has a strong complementary function.Thirdly, two research methods can be interspersed with the use of eachother and combined with each other. In some studies, both qualitative methods and the quantitative methods are used. Some qualitative research also inserts data to do corroboration, while most of the quantitative research needs the rational thinking in qualitative research in the processes of hypothesizing, demonstrating the cause-and-effect relationship and discovering the regularity of phenomena. Usually, before we conduct a new research project, the quantitative research often begin with the appropriate qualitative researches, and sometimes qualitative research is also used to explain the results obtained by the quantitative research.Although quantitative research and qualitative research differ from each other in many aspects, they are not mutually exclusive but complementary to some extent. Since we have clearly seen the advantages, weakness and the relation of quantitative research and qualitative research, we can combine the two approaches together to overcome those weaknesses when using one’s strengths to overcome the other’s weaknesses. For instance, words and pictures can be used to add meaning to numbers and data, and data can be used to add precision to words and pictures. As a result, the data would be more efficient, able to test hypotheses, involve contextual details and able to be generalized, which makes contribution to obtain higher credibility.4.2 The combination of quantitative research and qualitative researchIn recent years, the increasing extension of the scope of social science research as well as the increasing multidisciplinary and interdisciplinary collaborative research, provide a realistic possibility for the mutual learning and cooperation between the two research paradigms. What’s more, thanks to the rapid development of information technology and the computing and quantitative analysis capabilities, the qualitative research has become more sophisticated. The two researches are combined with each other to provide the possibility of a different paradigm methodology.At present, the combination of the combination of quantitative and qualitative researches is gradually systemized. There are three main ideas of theamong the west scholars: Ingersoll’s Mixed Model, Dentin’s Triangulations Model and Smith’s Binding Model.4.2.1 Ingersoll’s Mixed ModelIngersoll (1983:6-12) considers quantitative and qualitative researches have their own strengths and weaknesses, both of which can be combined in order to learn from each other. Ingersoll gives a continuous quantitative and qualitative research diagram, showing the three modes combine the two methods---exploring parameters, providing examples and suggesting interpretations.The first model on left end of the diagram is “exploring parameters”. In the combination of qualitative and quantitative researches, qualitative research plays the role to explore and thus helps quantitative research to determine the parameters of the problem. On the middle point of the line is the second model---“providing examples”. Both quantitative research and qualitative research are used in the model, with each playing their own effectiveness, where qualitative research is to provide examples of quantitative research and provides views of the research objects. On the right end of the line is the third model---“suggesting interpretations”, in which the results of qualitative research help to explain the meaning and significance of the results of quantitative research. The first model begins with qualitative research, and then gradually moves to quantitative research---”explore the parameters”. The third model begins with quantitative research, and then gradually moves to qualitative research---”proposed interpretation”. In the second model, quantitative and qualitative researches are conducted simultaneously.4.2.2 Triangulation Model”Triangulation”means to study the same phenomenon through different ways, data, research objects and theories. “Triangulation”was originally applied to the field of measurement and navigation and through trigonometry people can accurately measure the area of a region. Denzin (1978) was the first to use the “triangulation”to represent the combination of different ways tostudy the same phenomenon. “Triangulation” relies on the assumption that the strengths each method can compensate the weaknesses of other methods.At present, there are four “triangulation”(Denzin, 1989): 1) data, “ triangulation” , which change the use of data resources in the study involving time, space and personal ; 2) researchers “ triangulation” , the use of different researchers; 3) theory “triangulation”, which uses multiple theoretical perspectives or a variety of theoretical perspectives to interpret the results of a study ; 4) method “ triangulation”, which is used to study the same problem by using a variety of methods.The implementation procedures of “Triangulation” include “sequential model”, “parallel model”, “fused model” and “interactive model”.“Sequential model” refers that different methods have a sequence when they are used.. “Parallel model” means the simultaneous use of different methods to verify and supplement each other. “Fused model” means to include the quantitative study into observational studies, to do an overall analysis or to quantify the observations and to do statistical analysis. “Interactive model” refers to use the qualitative and quantitative methods alternately and continuously, for example, the form of one kind of research is use in the early studies , and during the research another form is then employed, and there are combination and interaction of the two methods throughout the process of the research.4.2.3 Smith’s Binding ModelSmith (1975) believes that the forms of the combination of qualitative and quantitative researches can be divided into the one-fold combination of research programs and the combination of various research programs. 1) The one-fold combination of research programs also have two types---"continuous combination" and "parallel combination". 2) The combination of various research programs includes three models: the first is to quantify qualitative case study; the second is to discuss the quantitative indicators in the form of narrative; the third is a combination of two kinds of materials without changing their original states.Through the above three models, it can be found that qualitative and quantitative researches are on the two ends of a continuum with a variety of ways to be combined, including the different combinations of different elements of the study, the alternations of the research phases, the different combinations in the same study, the different combinations in a number of studies, etc. Despite these complex combinations, the basic approach is nothing but a combination of qualitative and quantitative researches. This basic relationship is reflected in two aspects: firstly, qualitative research can help quantitative research; Secondly, quantitative research helps qualitative research.Section Five ConclusionQuantitative research and qualitative research are not mutually exclusive but interrelated and mutually reinforcing. We can make good use of their respective strengths to overcome its limitations and to complement each other by combining the two methods so as to reach a more comprehensive conclusion. In the same study, the use of these two mutually complementary research methods helps us to study the same problem from different sides and different angles so that it can come to a more comprehensive and accurate conclusions. Therefore, understanding differences between the qualitative and quantitative researches and grasping their connections between will help us to combine the two research methods together and play a powerful role in our social or educational researches.Bibliography“论定量研究与定性研究的结合及对调查研究的启示”《和谐社会与社会建设——中国社会学会学术年会获奖论文集》2007.谭跃进.《定量分析方法》北京:中国人民大学出版社. 2006.11.伍红梅,“定量研究与定性研究的比较结合”,达州职业技术学院学报. Denzin,N. K., The research act. New York: McGraw Hill, 1978.Denzin,N. K., The research act:A theoretical introduction to sociological methods.3rd edn. Englewood Cliffs, NJ: Prentice Hall, 1989.Ingersoll, B., “Approaches to combining quantitative and qualitative social support research”. 1983.Jick,T. D., “Mixing qualitative and quantitative methods: Triangulation in action”. Administrative Science Quarterly. 24:602-611, 1979.Smith,T.W., Strategies of social research: The methodological imagination.Englewood Cliffs, NJ: Prentice Hall, 1975.Tashakkon, A. and Teddlie, C., “Mixed Methodology:Combining Qualitative and Quantitative Approaches”. Thousand Oaks,London:SAGE, 1998.。
大二统计学知识点总结双语
大二统计学知识点总结双语Statistics is a fundamental subject for students majoring in mathematics, economics, and many other fields. In the second year of college, students delve deeper into statistical concepts and methods. In this article, we will summarize the key knowledge points of second-year statistics in both Chinese and English.1. 数据与变量 (Data and Variables)在统计学中,数据是指收集到的事实或观察的结果。
变量是研究中所关注的特征或属性。
数据可以分为定量数据和定性数据两种。
定量数据通常以数字形式表示,而定性数据描述的是非数量性质的特征。
In statistics, data refers to the facts or observations that have been collected. Variables are the characteristics or attributes of interest in a study. Data can be categorized into quantitative data and qualitative data. Quantitative data is usually expressed in numerical form, while qualitative data describes non-quantitative features.2. 描述统计学 (Descriptive Statistics)描述统计学是对已有数据进行总结、展示和分析的方法。
定性研究和定量研究的区别论文The Difference and Combination of Quantitative and Qualitative Research
The Difference and Combination ofQuantitative and Qualitative ResearchAbstract:Quantitative research and qualitative research are two basic paradigms and methods, each with different concept, nature, fundamental theory, and research process. Recently, there are more and more arguments about the tow methods and more and more scholars promote the combination of them in researches. This thesis demonstrates the differences between the two methods and also analyzes the combination of them and its significance in researches.Key words:Quantitative research, qualitative research, difference, combinationSection One The Introduction of Quantitative Research and Qualitative ResearchThere are two paradigms in social science research. One is the positivist methodology and the other is the humanist methodology. The positivist methodology simulates the natural science and uses inductive method to discover new knowledge, uses the “hypothesis-deduction” mode to test theory (Kerlinger, 1964), uses the method of mathematical statistics to analyze quantizable empirical observation and to assure the cause-and-effect relationship. In comparison, the humanist methodology derives from humanist science and emphasizes collecting, comprehending and explaining documents.Quantitative research is the specification of the positivist methodology and it emphasizes on the quantitative analysis and statistical calculation, including experimental method, quasi-experimental method and questionnaire method, etc. Quantita tive research emerged after 1940s’. The nature of quantitative research is the use of statistic model to test the relativity between the independent variable and the dependent variable, and in turn to test the hypothesis and to deduce the cause-and-effect relationship between the variables. Quantitative research is widely employed in various researches, such as social science research, environment and ecology research, energy research and so on. In practice, quantitative research requires the following process:1)to establish hypothesis and to determine the variables in thecause-and-effect relationship;2)to use the reliable tools to measure and analyze the variables;3)to test the hypothesis;4)to draw a conclusion.In comparison, qualitative research is the specification of the humanist methodology and stresses the analysis of documents and the comprehension,explanation and annotation of the objects of research, including literature analysis method, historical research, action research, observation method, interview, case analysis and ethnography, etc. Qualitative research is a explosive research and a process of discovering new things. It is analysis and research of the quality of the objects and in turn to describe the objects and reflect the characteristics and nature of the objects.Section Two The Differences of Quantitative Research and Qualitative Research2.1 The different fundamental theoriesQuantitative research and qualitative research differs from each other in their fundamental theories. Quantitative research is based on the empirical philosophy, specifically the positivist methodology which holds that the subject and the object are separate entities, that is the social phenomena are objective and out of the influence of subjective value. The researchers should take a neutral stance in researches.On the contrary, qualitative research holds that the researchers and the objects are not independent from each other and that the comprehension of the social phenomena depends on the inter-relationship between the two. Thus researches in social science can not take a neutral stance.2.2 The different purposes of researchThe quantitative research is aimed at determine the relationship influence and the cause-and-effect relationship of the objects with more attention to individual variables and elements and their relationship. It is used to find the quantitative relationship and master the quantitative characteristics and variation by measuring the social realities, experimental verification, mathematic statistics and various mathematic and statistic analysis and is also used to find the quantitative regularity by exploring truth, rules and the essenceof the objects by the quantitative relationship, .Instead, qualitative research is aimed at comprehend the social phenomena with a heavier emphasis on the opinions of the researchers and with a view to comprehend, explain and explore the social phenomena from a holistic perspective. What’s more, qualitative research is mean t to have an insight into the objects through broad and delicate researches. At the same time, it will take into consideration the view of researchers and emphasize on the explanatory comprehension of realities in order to provide some references for similar researches and to discover the inner momentums in various educational context.2.3 The different research approachesQuantitative research is based on existing theories. Then the researchers will put forward theoretical hypothesis and to collect empirical evidences to prove the hypothesis, the presupposed models and theories. It is a deductive and general-to-specific approach which highlights the verification and extension of the existing theories. The quantity in the research comes from the materials which includes quantitative relation and which are collected by the researchers. Also those materials are reached by expert measurement and mathematical analysis, and therefore they are scientific, objective and accurate. The major methods used in quantitative research include questionnaire, experiment, survey, measurement, statistic method, etc. In order to discover a fact, the researchers in quantitative research will quantize the collected materials and use data to prove their hypothesis.In qualitative research, there is not an existing theory. Instead, it is a process of constructing theories and it collects relevant materials through interview, case study, and so on. Furthermore, qualitative research emphasizes the insightful explore into and the comprehension of social phenomena, from which a proposition, conclusion or theory can be generalized. In essence, it is a general-to-specific process (Strauss and Corbin, 1998). What’s more, qualitative research requires descriptive materials in the form of words orpictures instead of the form of accurate data, which results in the inaccuracy and ambiguity of its conclusion. The major methods used in qualitative research include observation, in-depth interview, action research and case study. The researchers in qualitative research will induce the first-hand materials and transform them in to theories.2.4 The different degrees of subjectivityQuantitative and qualitative researches both pursue objectivity, but have different degrees of subjectivity. Quantitative research is based on neutral evidence and strives for objectivity. But in the construction of hypothesis, the selection of facts and the explanation and deduction of the results, it can not guarantee the completely objectivity. Rather, qualitative research focuses on understanding the world which they observed from the point of view researchers, their main research tool is the researcher himself. Thus it is more subjective and the research process can not avoid subjectivity.Section Three The Respective Characteristics and Limitation of Qualitative Research and Quantitative Research3.1 The Characteristics and Limitation of Qualitative ResearchThere are three characteristics in quantitative research:1)Repeatability. The research process and the materials should bedistained from the influence of the personal values, that is, theresearchers must be objective during the whole research. It isadvocated that delicate measuring and analyzing instruments toensure the repeatability of the research;2)Deduction. In the quantitative research, the researcher should firstput forward some hypothesis. and then they will collect materials andtransform them into data in order to verify or falsify their hypothesis.The logic method used here is deduction.3)Controllability. The quantitative research usually requires the controlof the irrelevant variables or the uses the control groups to removethe influence of the irrelevant variables, so as to discover thecause-and-effect relation of the variables accurately.The main advantages of quantitative research is simple and concise, as well as, persuasive, however there are some limitation. On one hand, branch of instruction is to some extent humanistic, but the quantitative ignore the value and significance of people and it can hardly have insight into the humanistic aspect of the branch of instruction. On the other hand, the quantitative ignores the elements that can not be quantified. It emphasizes the quantitative measurement and analysis of the instruction activities. Thus it distorts the essence of education to some extent.3.2 The Characteristics and Limitation of Qualitative ResearchThere are two characteristics of qualitative research:1)Induction. Qualitative research employs induction as its logicmethod. The researchers may or may not have a hypothesis beforethe research and they gradually construct a theoretical hypothesisduring the research. It is a top-down inductive research model;2)The characteristic of natural scene. Qualitative research advocateresearches in the real life and natural scene. The researchers spenda long time in describe and record the results in differentconditions in the natural scene from the perspective of the object.Therefore, qualitative research is also called field research or sitestudy.At the same time, there are still some limitation of qualitative research, such as difficulty in operation, the high requirement in the researchers, the influence of the subjective elements to the conclusion and the difficulty in repetition.Section Four The Relation and Combination of Quantitative Research and Qualitative Research4.1 The relation between quantitative research and qualitative researchFirstly, quantitative research is to some extent the premise and foundation of qualitative research. Any qualitative change results from quantitative changes and only enough quantitative change can lead to qualitative changes. Thus frequent research in quantitative changes makes for the discovery of qualitative changes early. We can borrow the view of dialectical materialism: everything existing objectively is the unity of quality and quantity. There is no quantity without quality in the real world, and there was no quality without quantity. A close combination of quality and quantity can constitute a complete thing. Therefore, if we want a comprehensive study of a thing, both qualitative research and quantitative research should be conducted. In the same study, using two different methods can help us draw a more comprehensive and accurate conclusion from different sides, different angles on the same problem. Through qualitative research, we can master things the inherent characteristics of different from other things; while the supplement of quantitative research helps us to grasp the scale of the existence, development, extent, speed and other properties that can be quantified. This determines that the qualitative research and quantitative research are interrelated, complementary and indivisible.Secondly the two methods can provide mutual helps and supports for each other. For example, before qualitative research, the analysis of quantitative research data can provide great help for the qualitative study; while conducting quantitative research,quantitative research data also has a strong guiding function. Also, when performing quantitative research, quantitative research data also has a strong complementary function.Thirdly, two research methods can be interspersed with the use of eachother and combined with each other. In some studies, both qualitative methods and the quantitative methods are used. Some qualitative research also inserts data to do corroboration, while most of the quantitative research needs the rational thinking in qualitative research in the processes of hypothesizing, demonstrating the cause-and-effect relationship and discovering the regularity of phenomena. Usually, before we conduct a new research project, the quantitative research often begin with the appropriate qualitative researches, and sometimes qualitative research is also used to explain the results obtained by the quantitative research.Although quantitative research and qualitative research differ from each other in many aspects, they are not mutually exclusive but complementary to some extent. Since we have clearly seen the advantages, weakness and the relation of quantitative research and qualitative research, we can combine the two approaches together to overcome those weaknesses when using one’s strengths to overcome the other’s weaknesses. For instance, words and pictures can be used to add meaning to numbers and data, and data can be used to add precision to words and pictures. As a result, the data would be more efficient, able to test hypotheses, involve contextual details and able to be generalized, which makes contribution to obtain higher credibility.4.2 The combination of quantitative research and qualitative researchIn recent years, the increasing extension of the scope of social science research as well as the increasing multidisciplinary and interdisciplinary collaborative research, provide a realistic possibility for the mutual learning and cooperation between the two research paradigms. What’s more, thanks to the rapid development of information technology and the computing and quantitative analysis capabilities, the qualitative research has become more sophisticated. The two researches are combined with each other to provide the possibility of a different paradigm methodology.At present, the combination of the combination of quantitative and qualitative researches is gradually systemized. There are three main ideas of theamong the west scholars: Ingersoll’s Mixed Model, Dentin’s Triangulations Model and Smith’s Binding Model.4.2.1 Ingersoll’s Mixed ModelIngersoll (1983:6-12) considers quantitative and qualitative researches have their own strengths and weaknesses, both of which can be combined in order to learn from each other. Ingersoll gives a continuous quantitative and qualitative research diagram, showing the three modes combine the two methods---exploring parameters, providing examples and suggesting interpretations.The first model on left end of the diagram is “exploring parameters”. In the combination of qualitative and quantitative researches, qualitative research plays the role to explore and thus helps quantitative research to determine the parameters of the problem. On the middle point of the line is the second model---“providing examples”. Both quantitative research and qualitative research are used in the model, with each playing their own effectiveness, where qualitative research is to provide examples of quantitative research and provides views of the research objects. On the right end of the line is the third model---“suggesting interpretations”, in which the results of qualitative research help to explain the meaning and significance of the results of quantitative research. The first model begins with qualitative research, and then gradually moves to quantitative research---”explore the parameters”. The third model begins with quantitative research, and then gradually moves to qualitative research---”proposed interpretation”. In the second model, quantitative and qualitative researches are conducted simultaneously.4.2.2 Triangulation Model”Triangulation”means to study the same phenomenon through different ways, data, research objects and theories. “Triangulation”was originally applied to the field of measurement and navigation and through trigonometry people can accurately measure the area of a region. Denzin (1978) was the first to use the “triangulation”to represent the combination of different ways tostudy the same phenomenon. “Triangulation” relies on the assumption that the strengths each method can compensate the weaknesses of other methods.At present, there are four “triangulation”(Denzin, 1989): 1) data, “ triangulation” , which change the use of data resources in the study involving time, space and personal ; 2) researchers “ triangulation” , the use of different researchers; 3) theory “triangulation”, which uses multiple theoretical perspectives or a variety of theoretical perspectives to interpret the results of a study ; 4) method “ triangulation”, which is used to study the same problem by using a variety of methods.The implementation procedures of “Triangulation” include “sequential model”, “parallel model”, “fused model” and “interactive model”.“Sequential model” refers that different methods have a sequence when they are used.. “Parallel model” means the simultaneous use of different methods to verify and supplement each other. “Fused model” means to include the quantitative study into observational studies, to do an overall analysis or to quantify the observations and to do statistical analysis. “Interactive model” refers to use the qualitative and quantitative methods alternately and continuously, for example, the form of one kind of research is use in the early studies , and during the research another form is then employed, and there are combination and interaction of the two methods throughout the process of the research.4.2.3 Smith’s Binding ModelSmith (1975) believes that the forms of the combination of qualitative and quantitative researches can be divided into the one-fold combination of research programs and the combination of various research programs. 1) The one-fold combination of research programs also have two types---"continuous combination" and "parallel combination". 2) The combination of various research programs includes three models: the first is to quantify qualitative case study; the second is to discuss the quantitative indicators in the form of narrative; the third is a combination of two kinds of materials without changing their original states.Through the above three models, it can be found that qualitative and quantitative researches are on the two ends of a continuum with a variety of ways to be combined, including the different combinations of different elements of the study, the alternations of the research phases, the different combinations in the same study, the different combinations in a number of studies, etc. Despite these complex combinations, the basic approach is nothing but a combination of qualitative and quantitative researches. This basic relationship is reflected in two aspects: firstly, qualitative research can help quantitative research; Secondly, quantitative research helps qualitative research.Section Five ConclusionQuantitative research and qualitative research are not mutually exclusive but interrelated and mutually reinforcing. We can make good use of their respective strengths to overcome its limitations and to complement each other by combining the two methods so as to reach a more comprehensive conclusion. In the same study, the use of these two mutually complementary research methods helps us to study the same problem from different sides and different angles so that it can come to a more comprehensive and accurate conclusions. Therefore, understanding differences between the qualitative and quantitative researches and grasping their connections between will help us to combine the two research methods together and play a powerful role in our social or educational researches.Bibliography“论定量研究与定性研究的结合及对调查研究的启示”《和谐社会与社会建设——中国社会学会学术年会获奖论文集》2007.谭跃进.《定量分析方法》北京:中国人民大学出版社. 2006.11.伍红梅,“定量研究与定性研究的比较结合”,达州职业技术学院学报. Denzin,N. K., The research act. New York: McGraw Hill, 1978.Denzin,N. K., The research act:A theoretical introduction to sociological methods.3rd edn. Englewood Cliffs, NJ: Prentice Hall, 1989.Ingersoll, B., “Approaches to combining quantitative and qualitative social support research”. 1983.Jick,T. D., “Mixing qualitative and quantitative methods: Triangulation in action”. Administrative Science Quarterly. 24:602-611, 1979.Smith,T.W., Strategies of social research: The methodological imagination.Englewood Cliffs, NJ: Prentice Hall, 1975.Tashakkon, A. and Teddlie, C., “Mixed Methodology:Combining Qualitative and Quantitative Approaches”. Thousand Oaks,London:SAGE, 1998.。
关于假说的英文作文题目
关于假说的英文作文题目英文:As a student, I have always been fascinated by the concept of hypothesis. A hypothesis is essentially an educated guess or a proposed explanation for a phenomenon. It is a crucial part of the scientific method, as it provides a starting point for further investigation and experimentation.One classic example of a hypothesis is the statement "the higher the temperature, the faster the water will boil." This hypothesis can be tested by conducting an experiment in which water is heated to different temperatures and the time it takes to boil is recorded. If the results consistently support the hypothesis, it can be considered valid.Another example is the hypothesis that "plants will grow taller if they receive more sunlight." This can betested by placing identical plants in different light conditions and measuring their growth over time. If the plants exposed to more sunlight indeed grow taller, the hypothesis is supported.Hypotheses can also be used in everyday life. For instance, if I hypothesize that studying for an extra hour each day will improve my grades, I can test this by implementing the study habit and monitoring my academic performance. If my grades do improve, it would provide evidence in support of my hypothesis.In Chinese, 假设是科学研究中的一个重要环节,它是对某一现象的推测或者解释。
英文-定量与定性
Qualitative research and Quantitative research1、ConceptQuantitative research is a method to establish mathematical model, and using mathematical model to calculate the analysis object of the indicators and their values basis onthe statistical data.Qualitative research method is a kind of method stading things from the inherent regularity of things, based on social phenomenon and the contradictions in the movement of change. Analyte in simple terms, the qualitative analysis to determine what is; Quantitative analysis to determine the content of being measured.2, Qualitative researchQualitative research method is commonly used in social sciences such as anthropology, humanities, history, politics and sociology, etc. It uses a special kind of technology can not only understand the general phenomenon of things, but also can obtain information that the quantitative research method is unable to get, such as people's thoughts, motives and feelings of deep content.Qualitative analysis means analyze things from qualitative aspects, namely, the nature of things, only in this way can correctly describe a thing, reveal the relationship between things. This analysis has a certain reference value and evaluate use for people to identify and distinguish things attribute.Qualitative research is mainly to solve the object of study "have to" "whether" problem. Qualitative research can be divided into three stages: 1, analysis 2, compare 3, abstraction and generalization.3, Quantitative researchPositivism is the cornerstone of quantitative analysis. From the perspective of the logic process of research, quantitative research is close to the methods of research of hypothesis – deductive, not only keep observation experiment, the characteristics of collect empirical data, and retain emphasis on the characteristics of the logic deductive reasoning. Quantitative research, therefore, tend to be more emphasis on the objectivity and the observability of objects, phenomena and the relationship between the variables, the researchers try to objectivity in the study is also required.4,The relationship between Qualitative research and Quantitative researchQualitative research and quantitative research should be unified, complementary; Qualitative research is the basic premise of quantitative research, no qualitative quantitative is a blind; Quantitative research make the qualitative research more scientific and accurate, and it can promote the qualitative analysis to broad and deep conclusion. Only combine them can obtain the best effect.。
高三英语学术研究方法创新思路单选题30题
高三英语学术研究方法创新思路单选题30题1. In academic research, a hypothesis is a(n) ______ that needs to be tested.A. ideaB. factC. resultD. example答案:A。
本题考查学术研究中“hypothesis(假设)”的概念。
选项A“idea(想法、主意)”符合“hypothesis”需要被测试的特点;选项B“fact( 事实)”是已经确定的,无需测试;选项C“result( 结果)”是研究得出的,不是先提出的;选项D“example( 例子)”与“hypothesis”的概念不符。
2. When conducting research, collecting data is an important step. Which of the following is NOT a common way of collecting data?A. InterviewsB. GuessingC. ObservationsD. Surveys答案:B。
本题考查学术研究中收集数据的常见方法。
选项A“Interviews( 访谈)”、选项C“Observations( 观察)”和选项D“Surveys 调查)”都是常见的数据收集方式;选项B“Guessing( 猜测)”不是科学的收集数据的方法。
3. The purpose of a literature review in academic research is to ______.A. show off one's reading skillsB. summarize existing knowledge on a topicC. copy other people's researchD. make the research longer答案:B。
高中英语学术论文研究方法单选题40题
高中英语学术论文研究方法单选题40题1. In an academic paper, which of the following is NOT a common research method?A. Quantitative analysisB. Qualitative researchC. Hypothesis testingD. Random guessing答案:D。
本题主要考查对常见学术研究方法的理解。
选项A“Quantitative analysis”( 定量分析)、选项B“Qualitative research”( 定性研究)和选项C“Hypothesis testing” 假设检验)都是常见的研究方法。
而选项D“Random guessing”( 随机猜测)并非一种科学的研究方法。
2. When conducting research for an academic paper, which of the following is a classification of research methods based on data collection?A. Historical researchB. Experimental studyC. Descriptive analysisD. Documentary research答案:D。
本题考查研究方法基于数据收集的分类。
选项A“Historical research” 历史研究)侧重于对过去事件的研究;选项B“Experimental study”( 实验研究)是通过控制变量来探究因果关系;选项C“Descriptive analysis”( 描述性分析)是对现象的描述。
而选项D“Documentary research” 文献研究)是基于已有的文献资料进行收集和分析,属于基于数据收集的分类。
3. In an academic paper, which research method mainly focuses on understanding the meaning and experience of individuals?A. Empirical studyB. Grounded theoryC. Content analysisD. Case study答案:B。
什么叫研究 What_is_research
Technology: develop new or use existing method(s)?
develop new use existing
• Sometimes a legitimate topic for study is methodological. • For example, development or novel investigation of…
Scope: case or sample?
case sample
• Are you solving a single case of something, or is it a sample that will allow you to generalize to a population? • In a case study…
• Talk with people who want or need your study.
• Find out what's already known about it.
• Talk with experts and/or read their reviews and the original research on the topic.
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答辩英语发言稿模板
---Title: [Your Thesis Title]Author: [Your Full Name]Supervisor: [Supervisor's Name]Date: [Date of Defense]---IntroductionLadies and gentlemen, esteemed professors, and fellow students,Good [morning/afternoon/evening]. It is with great pleasure and a mix of nerves that I stand before you today to defend my thesis titled "[Your Thesis Title]." This journey has been long and challenging, but I am confident that the research I have conducted and the insights I have gained are worthy of your consideration.I would like to extend my deepest gratitude to my supervisor, [Supervisor's Name], for their unwavering guidance, support, and encouragement throughout this process. I would also like to thank the faculty members, research assistants, and participants who have contributed to this work in various ways. Lastly, I would like to thank my family and friends for their endless love and patience during these trying times.---Introduction to the ThesisMy thesis, "[Your Thesis Title]," is a [brief description of the type of research: e.g., quantitative study, qualitative analysis, case study, etc.]. It focuses on [briefly state the research question or objective]. The study is significant because [state why the research is important and its potential impact].The research was conducted over [time period] and involved [describe the methodology: e.g., surveys, interviews, experiments, data analysis,etc.]. The findings of the study are presented in [number] chapters, each addressing a specific aspect of the research question.---Chapter OverviewChapter 1: IntroductionIn this chapter, I provide an overview of the research topic, discuss the relevance of the study, and outline the objectives and scope of the research. I also review the existing literature and highlight the gaps that my research aims to fill.Chapter 2: Literature ReviewThis chapter delves into the existing body of knowledge related to my research topic. I analyze the key theories, models, and findings from previous studies, identifying the gaps and areas that require further investigation.Chapter 3: MethodologyIn this chapter, I describe the research design, participants, data collection methods, and data analysis techniques used in my study. I also discuss the ethical considerations and the rationale behind the chosen methodology.Chapter 4: ResultsThis chapter presents the findings of my research. I provide a detailed analysis of the data collected, including statistical analyses and qualitative insights. The results are presented in tables, figures, and narrative descriptions.Chapter 5: DiscussionIn this chapter, I interpret the results in the context of the existing literature and discuss their implications. I address the research question and offer explanations for the findings. I also identify the limitations of the study and suggest directions for future research.---Main Argument and EvidenceTo support my main argument, I have presented [evidence from the research: e.g., statistical data, quotes from participants, expert opinions, etc.]. For instance, [quote or data point that supports the argument]. This evidence demonstrates that [state the main argument or conclusion].Furthermore, my research has [additional supporting points or findings]. For example, [another piece of evidence]. These findings contribute to the understanding of [state the broader topic or issue].---Analysis and InterpretationThe analysis of the data has led to several key insights. Firstly, [interpretation of a significant finding]. This finding is particularly important because [explanation of the significance]. Secondly, [interpretation of another finding]. This suggests that [explanation of the implications].The interpretation of these findings is grounded in the existing literature and is supported by the methodology employed in the study. It is important to note that the findings are [contextualize the findings: e.g., limited to the sample, subject to certain assumptions, etc.].---Limitations and Future ResearchDespite the strengths of my research, there are limitations that need to be addressed. Firstly, [state a limitation]. This limitation affects the generalizability of the findings. Secondly, [state another limitation]. To overcome these limitations, future research could [suggest potential solutions or modifications].Future research could also explore [additional areas of inquiry]. For instance, [describe a new research question or hypothesis]. This wouldcontribute to the ongoing discourse in [state the broader field or topic].---ConclusionIn conclusion, my thesis, "[Your Thesis Title]," has explored [briefly summarize the research question or objective]. Through a comprehensive literature review, rigorous methodology, and detailed analysis, I have contributed to the understanding of [state the broader topic or issue].The findings of my research provide valuable insights that have implications for [state the potential impact of the research: e.g., policy, practice, theory, etc.]. While the study has limitations, it sets a foundation for future research and contributes to the body of knowledge in [state the relevant field or discipline].Thank you for your attention. I am now open to questions from the committee.---End of Speech---Note: This template is a general guide and should be customized to fit the specific requirements and content of your thesis. The length of the speech will vary depending on the time allocated for the defense and the complexity of the research.。
九种方法定量结果比较英语
九种方法定量结果比较英语Comparing Quantitative Results: Nine Methodologies.Quantitative research is a crucial aspect of various fields, ranging from social sciences to the natural sciences. It involves the collection, analysis, and interpretation of numerical data to draw conclusions ortest hypotheses. When comparing the results of quantitative studies, it is essential to employ appropriate methodologies to ensure accurate and reliable comparisons. In this article, we will explore nine methods for comparing quantitative results.1. Statistical Hypothesis Testing: Hypothesis testing is a fundamental statistical tool used to compare quantitative results. It involves formulating a null hypothesis (H0) and an alternative hypothesis (H1), collecting data, and then using statistical tests to determine which hypothesis is more likely to be true. Common statistical tests include the t-test, ANOVA, andchi-square test.2. Regression Analysis: Regression analysis is a statistical method used to investigate the relationship between one or more independent variables and a dependent variable. It can be used to compare the effect of different independent variables on a dependent variable and topredict future outcomes based on past data. Regression analysis can be linear or non-linear, depending on the nature of the relationship being studied.3. Correlation Analysis: Correlation analysis is a statistical technique used to measure the strength and direction of a relationship between two variables. It can be used to compare quantitative results by determining how strongly two variables are related and whether the relationship is positive or negative. Correlation coefficients range from -1 to 1, where -1 indicates a perfect negative correlation, 1 indicates a perfectpositive correlation, and 0 indicates no correlation.4. Variance Analysis: Variance analysis is astatistical method used to compare the variability or dispersion of quantitative data across different groups or categories. It involves calculating the variance or standard deviation of each group and comparing them to determine which group has the most or least variability. Variance analysis can be used to identify patterns or trends in data and to assess the consistency of results.5. Covariance and Correlation Matrix: The covariance matrix is a table that shows the covariance between each pair of variables in a dataset. The correlation matrix is similar but shows the correlation coefficients instead of covariances. These matrices can be used to compare the relationships between multiple quantitative variables simultaneously. High covariance or correlation values indicate strong relationships between variables, while low values suggest weak or no relationships.6. Principal Component Analysis (PCA): PCA is a statistical technique used to reduce the dimensionality of a dataset by identifying and retaining the most important variables or "components." It can be used to comparequantitative results by transforming a large number of variables into a smaller set of uncorrelated componentsthat capture the majority of the variance in the data. PCA is often used in fields like bioinformatics, psychology, and social sciences to simplify complex datasets and identify patterns or trends.7. Cluster Analysis: Cluster analysis is a statistical method used to group similar observations or variables into clusters based on their patterns or relationships. It can be used to compare quantitative results by identifying clusters of variables that are highly correlated or similar and then comparing these clusters across different datasets or conditions. Cluster analysis can be hierarchical (agglomerative or divisive) or non-hierarchical (e.g., k-means clustering).8. Multivariate Analysis of Variance (MANOVA): MANOVAis a statistical test used to compare the mean differences between two or more groups on multiple quantitative variables simultaneously. It is an extension of ANOVA that allows for the analysis of multiple dependent variablessimultaneously, providing a more comprehensive comparison of results across groups. MANOVA is particularly useful when there are multiple outcomes of interest and when the relationships between these outcomes need to be considered.9. Bayesian Analysis: Bayesian analysis is astatistical approach that differs from traditional frequentist methods in that it provides probabilities for hypotheses rather than just tests of significance. It allows researchers to incorporate prior knowledge orbeliefs into their analysis and update these beliefs based on new data. Bayesian analysis can be used to compare quantitative results by calculating the posterior probabilities of different models or hypotheses given the observed data. This approach is becoming increasingly popular in fields like psychology, economics, and medicine where there is a need to consider uncertainty and incorporate prior information into statistical models.In conclusion, there are various methods available for comparing quantitative results depending on the nature of the data and the research questions being addressed. Thechoice of method should be based on the specific objectives of the study, the availability of data, and the expertise of the researcher. By selecting an appropriate methodology, researchers can ensure accurate and reliable comparisons of quantitative results, leading to more informed conclusions and better-informed decisions.。
Chapter 11 - Introduction to Hypothesis Testing
Copyright © 2005 Brooks/Cole, a division of Thomson Learning, Inc.
11.5
Nonstatistical Hypothesis Testing…
The probability of a Type I error is denoted as α (Greek letter alpha). The probability of a type II error is β (Greek letter beta).
H0
Reject Reject
TF I
II
A Type II error occurs when we don’t reject a false null hypothesis (i.e. Do NOT reject H0 when it is FALSE)
Copyright © 2005 Brooks/Cole, a division of Thomson Learning, Inc.
Copyright © 2005 Brooks/Cole, a division of Thomson Learning, Inc.
11.2
Nonstatistical Hypothesis Testing…
In the language of statistics convicting the defendant is called rejecting the null hypothesis in favor of the alternative hypothesis. That is, the jury is saying that there is enough evidence to conclude that the defendant is guilty (i.e., there is enough evidence to support the alternative hypothesis).
Research-proposal-development
Research questions?
In the line of each research objective, specific research questions should be developed and are to be addressed by the research projects.
Common problems in this section
Aim and objectives are not well developed or not measurable
Too ambitious and not realistic Too general, lack of specific focuses
Specific objectives should be systematically address the various aspects of the problem as defined under “Statement of the problems” and the key factors that are assumed to influence or cause the problem.
Evidence-based medicine/health policy
Which methods: Cochrane review vs. systematic review; or narrative review?
Search strategy
Description of methods
part too general or broad
Review of available literature and information
翻译研究方法Research Proposal
11.1 Self-assessment
Here is a checklist of the kinds of purely methodological issues you might want to assess in your own work:
Research question / aim
Follow-up
Now what? Have you made some suggestions?
Implications
So what? Have you considered these, in the conclusion?
11.2 Internal Assessment
The key question is: are the readers convinced by what you are telling them? Behind this question there lie various assumptions. Readers are more likely to feel impressed if:
Material
Have you presented your empirical material clearly? Have you explained why you chose it? How relevant is it to your research question? Have you explained how you collected it? How representative is it?
11.4 Typical Weaknesses
The following are the kinds of things that referees draw attention to when recommending, or in fact not recommending, that something be published:
什么是试点研究What is a Pilot Study 大学专业技巧
什么是试点研究?What is a Pilot StudyA helpful Guide for youIn this article, I will be talking about Pilot Study. Yes, you read it right. Pilot study plays a crucial role. It is a mini pre-study which is conducted before a full-scale research project. It helps you out to answer various questions regarding a big scale project.I will be talking about following points in this article:What is a Pilot Study?Pilot Study in Clinical researchWhat is the purpose of a Pilot Study?Misuses of a Pilot StudySo, let’s get started with our article.What is a Pilot Study?A pilot study is a mini-scale, pre-study which aims to find out that whether important components of a main-study will be beneficial or not. It is basically an RCT, i.e., randomized controlled tria l. RCT’s need a lot of money and time to be carried out.Therefore, it is important that the researchers have confidence in the initial steps that they will take while managing this kind of study. It is done to avoid wastage of resources and money.Example: Pilot study or you can say, RCT (randomized controlled trial) is used in the attempt to foresee an accurate sample size for a full-size project. It is also used to improve upon different aspects of the study design.The work of the pilot study is also to answer a simple question, i.e., “Can the full-size study be managed in the way which has been planned or should some of the component(s) be altered?” Another important point which you should keep in mind is that the reporting of a pilot study must be of high quality. It allows the readers to understand the implications and results correctly.Pilot Study in Quantitative research and Qualitative Research- Clinical FieldA pilot study can be conducted in both qualitative and quantitative studies. The focus goes on quantitative pilot studies, specifically on those which are done before full-scale phase III trials. There are phases of the trials. I know it sounds a bit tough to understand, but don’t worry as I will explain these to you.Phase I trials include non-randomized studies which are designed to define the pharmacokinetics of a drug. It defines that how a drug is metabolized and distributed in the body.A perfect amount of dose is figured out which can be tolerated by the body with lesser toxicity.Phase II trials give preliminary evidence of the clinical strength of a drug. This trial may or may not be randomized. Here comes, Phase III trials which are randomized studies. In this phase, more than two or more drugs or intervention strategies are compared to monitor the safety and strength.Phase IV trials are done after marketing or registration of a drug. These are not randomized. These are survey-based studies which are documented experiences after the usage of the drugs. It includes any side effects of the drug, interactions of the drug with other drugs, etc.How Pilot Study helps in clinical practices?As we now know that a pilot study provides crucial practical data but, it also provides anexcellent opportunity for study teams to establish good clinical practices to grow the reproducibility and rigor of their research.It includes development of informed consent procedures and development of documentation, regulatory reporting procedures, data collection tools and monitoring procedures.The aim of a pilot study is not to test the hypothesis. So, it is not compulsory to give power analyses for the suggested sample size of the pilot study. Instead of this, the recommended pilot study sample size should be taken according to feasible considerations. It includes budgetary constraints, participant flow and the number of participants required to reasonably calculate feasibility goals.What is the purpose of a Pilot Study?Pilot studies are conducted to calculate the practicability of some vital part(s) of the full-scale study. Basically, these can be broken down into four main aspects. Below are those four aspects.Process- Here the practicability of key steps in the full-scale study is monitored. For example retention levels, recruitment rate, and eligibility criteria.Management- the problems are looked upon regarding data management and also with the team included in the study. For example: were there any issues while collecting the data required for future analysis; is the collected data highly changeable and whether the datacollected from various institutions can be evaluated together.Resources- It includes monitoring the issues with resources and time, that may arise during the main study. For example: how much time will the main study take to get completed; will the use of some equipment be practical or whether the form(s) of assessment chosen for the main study is good enough.Scientific- It deals with the monitoring of treatment safety; estimation of treatment effect, its variety and determination of dose levels, its response.Let me conclude this section with some points which will cover all the above mentioned four aspects.Reasons to conduct a Pilot StudyMonitoring the practicality of a full-scale survey/study.Testing and developing the effectiveness of research instruments.Checking whether the technique and the sampling frame are effective.Designing a research decorum.Monitoring whether the research decorum is workable and realistic.Monitoring the success of suggested recruitment approaches.Finding out logistical issues using the suggested methods.Calculating variability in outcomes to help finding out the sample size.Collecting initial data.Deciding what resources (staff, finance) are required for a planned study.Monitoring the proposed data analysis techniques to expose potential issues.Preparing a research plan and research questions.Guiding a researcher in various elements of the whole research process.Assuring funding bodies that the research team is knowledgeable and competent.Assuring funding bodies that the main large-scale study is practical and thus is worth funding.Misuses of a Pilot StudyWell, Pilot studies are very helpful, no doubt but, then there are some drawbacks. There are few misuses of pilot studies as well. Rather than focusing on practicality and acceptance, many times, pilot studies focus on unsuitable results like deciding “Initial efficacy.”Following are the common misuses of pilot studies:Attempting to monitor tolerability/safety of a treatment.Aspiring to provide an initial test of the research hypothesis.Evaluating effect sizes for power calculations of the bigger scale study.Below are some questions which usually comes on to one’s mind after reading above points.Why can’t we use a pilot study to monitor tolerability and safety?When it comes down to investigators, they often prefer to examine “initial safety” of involvement in a pilot study. But, due to small sample sizes, generally involved in a pilot work, they can’t give useful information related to safety, except in few extreme cases.In most of the involvements suggested by investigators, suspected safety concerns are rare and minimal, and thus, they are unlikely to be picked up in a small pilot study. If there are no safety concerns demonstrated in a pilot study, then the investigators can’t say that the involvement is safe.Why can’t a pilot study provide an “initial test” of the research hypothesis?We see specific goals for practical pilot studies which propose to estimate “initial test” o f involvement B for condition Y.Well, there are two basic reasons why a pilot study can’t be used for this purpose.When a pilot study is conducted, there is lesser knowledge about the methods which should be applied to the intervention within the patient population. So, there is no surety whether the intervention works as you don’t know if it has been applied correctly.Due to the small size of the samples used in a pilot study, they are not efficient to answer the questions related to efficacy. Thus, any evaluated effect size is uninterpretable.ConclusionSo, guys, I hope that now the concept of a Pilot study is clear to you. Pilot studies play a crucial role in health research, but it is also possible that they might be misused, misrepresented ormistreated. One needs to be very careful when it comes to a Pilot study.。
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2 The Hypothesis Selection Problem
Suppose we are facing k alternative hypotheses. Each could be tested against a xed environment. Every such test returns a numerical measure of how `good' the hypothesis is. We call this numerical measure the utility of the hypothesis. Since the environment could be uncertain, the numerical utility of a hypothesis returned by the environment is in fact a random variable. A learning agent is free to sample the utility of each hypothesis in whatever order it prefers. Our goal is to decide which hypothesis has the highest average utility ( gure 1). This so called k-armed bandit problem has fascinated researchers of statistics (Berry & Fristedt 1985) and reinforcement learning (Kaelbling 1993) for years. Readers will nd no di culty imagining the usefulness of k-armed bandit problem in factory quality control, in experimental design, and in clinical treatment research. In fact, this problem is intimately related to many learning problems in arti cial intelligence, and any algorithmic solution to the problem
H1
H2
Байду номын сангаас
H3
Hk
Figure 1: The k-Armed Bandit Problem tation. We propose a novel family of sampling strategies called the -IE strategies, in which every unit of exploitation tendency is balanced out by unit of exploration tendency. The behaviour of a -IE strategy could be summarized by the formula: (exploitation) + (exploration) We establish the worst case sample complexity for the whole family of -IE strategy. Experimental results also suggest that no single member of the -IE family is cost-optimal in all cases. In fact, the best tradeo between exploration and exploitation is a function of the problem domain. It is observed that, due to the use of an exclusively exploration-oriented sampling strategy, utility analysis in the class of PALO speed-up learners (Greiner 1992) could be unnecessarily costly. Our sampling complexity results imply that more sophisticated strategies like -IE can actually be integrated into the PALO framework without sacri cing its theoretical properties.
performance history (Greiner & Jurisica 1992, Gratch & DeJong 1992). Inductive learning involves the selection of a hypothesis that best ts a given set of data (Musick et al 1993). Reinforcement learning selects a policy that returns best payo (Kaelbling 1993). Automatic improvement of heuristic estimation can be viewed as the selection of a competent heuristic function among a pool of alternatives (Yakowitz & Lugosi 1990). Even the study of representational shifts could be formulated as the selection of an optimal representation scheme (Greiner & Elkan 1991, Greiner 1992). Recent works in diagnosis (Benjamins & Jansweijer 1994) and probably approximate planning (Yang & Fong 1995) are also concerned with hypothesis selection. Here, we are not interested in how hypotheses are formed. Instead, we are interested in how a near optimal hypothesis can be selected from a pool of given alternatives. In addition, the only information that we can base our decision on is the actual experimentation of the hypotheses in an uncertain environment. This archetypal hypothesis selection task is called the k-armed bandit problem (Berry & Fristedt 1985). One is interested in knowing how the experimentation cost can be minimized while still guaranteeing the optimality of the selected hypothesis. This paper presents theoretical and empirical studies of a particular family of hypothesis selection algorithms under a probably approximately optimal (PAO) learning framework (Greiner & Orponen 1991). Hypothesis selection algorithms di er by their choice of sampling strategies. Sampling strategies could be exploration-oriented or exploitation-oriented. Exploration-oriented strategies are very eager to explore unfamiliar hypotheses. Exploitation-oriented strategies are more biased towards to the hypotheses with high utility. We argue that both the exploration and exploitation element of a hypothesis selection algorithm are important in reducing the cost of experimen-
Abstract
The hypothesis selection problem (or the karmed bandit problem) is central to the realization of many learning systems. This paper studies the minimization of sampling cost in hypothesis selection under a probably approximately optimal (PAO) learning framework. Hypothesis selection algorithms could be exploration-oriented or exploitationoriented. Exploration-oriented algorithms tend to explore unfamiliar alternatives eagerly, while exploitation-oriented algorithms focus their sampling e ort to the hypotheses which yield higher utility in the past. Both the exploration and exploitation element of a hypothesis selection algorithm could be useful in reducing sampling cost. We propose a novel family of learning algorithms, the -IE family, that explicitly trade o their exploration tendency with exploitation tendency. We establish the sample complexity for the entire -IE family. We empirically show that none of the algorithms in this family are costoptimal for all problems. In addition, our novel parameterization of the family allows users to select the instantiation that best ts his or her application. Our results also imply that the PALO class of speed-up learners can retain their theoretical properties even when a more sophisticated sampling strategy is used.